Career guidance councellor

Framework career guidance for young people
Begeleider primair proces

Mentor/Coach

Career guidance councellor

Coordinator/policymaker

Focus areas

For specialist guidance counsellors (career education and guidance counsellors/careers advisers/career teachers), the roles and expertise are described for four focus areas:

*All focus areas:

  Scroll further down this page for information about all focus areas.

*Specific focus area:

  Are you interested in a specific area of interest? Then choose from the following focus areas:

Download your overview

After you have entered your points of attention for each area of interest, you can download the list of role descriptions and expertise together with your points of interest.

PLEASE NOTE: the download only works if you use the ‘attention fields’. You can describe for each area of interest what you still want to work on or what you want to discuss with a colleague later. A field of attention has been included for both the roles and the expertise. The letters in parentheses in the descriptions below refer to the source documents used for this framework. An overview can be found at the bottom of this page.

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  • Vision and policy advice

  • Role description

  • Investigate current career education and guidance theories (A, C)

  • Research and investigate career education and guidance challenges within their own organisation and engage in dialogue with primary process supervisors and the MT (G)

  • Evaluate the quality and effect of career education and guidance activities and actively involve young people in this (F, G)

  • Vision and policy advice

  • Expertise

  • Know the career guidance literature and stay up to date (A, F, G)

  • Know current theories about the development of self-guided learning and keep their knowledge up to date (A, C)

  • Able to evaluate the quality and effect of career education and guidance activities and involve young people in this (F, G)

  • Make use of alumni experiences

  • Know which tools to use to monitor career education and guidance and are able to suggest improvements in accordance with the PDCA cycle (F, G)

  • Education and guidance

  • Role description

  • Supervise and monitor young people who are in need of specialist help with their study or career choices and/or have foundered in their (academic) career and whom primary process supervisors have been unable to help, e.g. through more in-depth career education and guidance assignments, discussions and psycho- diagnostic research (tests and interpretation) (F, G)

  • Provide specific information (about study or career choices) for the benefit of young people’s transition to further education and/or the labour market, organise specialist career education and guidance activities

  • Design the primary career guidance process, assignments, etc. in consultation with guidance counsellors

  • Education and guidance

  • Expertise

  • Possess extensive knowledge about further education, study choice, financial aid, professional skills, job requirements, the professional field and the labour market and use these for career guidance and in discussions with primary process supervisors

  • Know about motivational theories, working systematically, personal characteristics, switching and dropping out (D)

  • Able to hold in-depth career discussions (F)

  • Know a variety of coaching and supervision techniques

  • Know the right tests to administer and the added value of such tests on top of the information gleaned through discussions with young people (F, G, H)

  • Organisation

  • Role description

  • Support primary process supervisors when they conduct and super- vise career education and guidance activities and discussions (G)

  • Organise activities to improve the expertise of all parties involved in career education and guidance (primary process supervisors and business/organisation partners) (C, F)

  • Ensure an adequate exchange of information between the student tracking system and primary process supervisors insofar as relevant for career guidance

  • Organisation

  • Expertise

  • Work continuously to keep their basic knowledge of further education and the labour market up to date (C, H)

  • Able to support guidance counsellors during the primary process and help them out if they encounter problems

  • Able to organise an adequate exchange of information between the student tracking system and guidance counsellors (J)

  • Able to build networks within the institution (G)

  • Cooperation

  • Role description

  • Coordinate with intake interviewers and work placement super-visors about how to provide career education and guidance during intakes and work placements

  • Coordinate the transition from previous and to further education (in the region) by exchanging information and organising joint activities in the interest of transitioning and suitable education

  • Integrate the career education and guidance curriculum into the parent discussion cycle (CIS 12)

  • *12 CISC: Contact, Inform, Support and Cooperate with parents regarding career education, Lusse, M. (2015). See the introduction to this framework for career guidance.
  • Maintain contact and cooperate with businesses/organisations (in the region) in order to be able to organise sufficient work placements/field trips/company assignments (B,G)

  • Organise information sessions in consultation with the regional labour market

  • Uses the training and employment help desk, service point for employers, VMBO On Stage, etc.

  • Refer young people to and maintain contact with external care providers

  • Coordinate cooperation with external specialists (F)

  • Cooperation

  • Expertise

  • Able to coordinate with intake interviewers and work placement supervisors

  • Know the supportive role played by parents and are able to inform primary process supervisors about the hows and whys (G)

  • Integrate the educational institution’s career education and guidance curriculum into the parent discussion cycle (CISC 13)

  • *13 CISC: Contact, Inform, Support and Cooperate with parents regarding career education, Lusse, M. (2015). See the introduction to this framework for career guidance.
  • Able to engage in active networking relationships with stakeholders (in the region) and cooperate with them (C, F, G, H)

  • Able to make and maintain contact with institutions for previous and further education (in the region), for instance regarding ongoing learning pathways and suitable education (G)

  • Possess extensive knowledge about the complexity of the framework for transitioning to further education, levels, learning pathways, the labour market, etc. and provide information to primary process supervisors

  • Able to refer to external care providers and maintain contact with them (F)


  • Related information:
    The letters in brackets in the above descriptions refer to the documents below (downloads) in which the role descriptions and expertise (direct/indirect and often in different terms) can be found.


    KEY:

    • (A) Qualifications file for upper secondary vocational education teachers
    • (B) Career education and guidance: professional development in all its shapes and sizes
    • (C) Netherlands Association of Career Guidance Professionals requirements
    • (D) Generic Knowledge Base for grade-two teacher training programmes and addendum
    • (E) Proposal to readjust the standards of teaching competence (Onderwijs-coöperatie cooperative)
    • (F) NICE Handbook for academic training of career guidance and counselling professionals
    • (G) Programme Recognition Framework: Guidance Counselling (Ireland)
    • (H) Panorama – Professionalising Career Guidance
    • (I) Basic teaching qualifications (BTQ) of the Association of Universities in the Netherlands (2008)
    • (J) Saxion’s study career counselling philosophy and requirements (April 2014)
    • (K) University job classification system (UFO) profile for study advisers

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